TY  - JOUR
AB  - This study sequentially evaluates a soft-skills course implemented in Ugandan and Kenyan primary schools that replaced academic review time with lessons on goal-setting and related skills as students prepared for high-stakes primary school-leaving exams. An exploratory evaluation in Uganda provided evidence of positive impacts on girls' test scores. A confirmatory evaluation in Kenya found that the course led to improvements in self-reported soft skills, especially among girls, although no gains in test scores. The study illustrates the utility of sequential evaluation, with exploratory analysis to identify promising hypotheses, followed by out-of-sample testing, as a tool to uncover heterogeneous effects.
AU  - Dam, Anaya 
AU  - Gray-Lobe, Guthrie 
AU  - Kremer, Michael 
AU  - Laat, Joost de 
AU  - Morsink, Karlijn 
PY  - 2025
ST  - Learning to Work Towards Goals: A Sequential Evaluation of the Effect of Goal-Setting Course on Academic and Soft Skills
TI  - Learning to Work Towards Goals: A Sequential Evaluation of the Effect of Goal-Setting Course on Academic and Soft Skills
UR  - http://www.edworkingpapers.com/ai25-1344
ER  -